Search

In the era of globalization and rapid technological advancement, innovation in education is crucial. As one of the key pillars of human and societal development, education must continuously evolve to address the needs and challenges of modern times. Preparing the younger generation for future challenges necessitates prioritizing educational innovation on the global policy agenda. The philosophical foundation of education is essential in providing a framework for understanding the purpose of education, teaching methods, and the relationship between education, individuals, and society. This research aims to serve as a reference for educators, curriculum developers, and policymakers in designing effective and relevant learning strategies and to contribute to the academic literature on the intersection of education and technology. The study adopts a mixed-methods approach, combining both qualitative and quantitative techniques. The research begins with a qualitative phase, where in-depth interviews and literature analysis are used to explore integrating educational philosophy with technological advancements in learning. This qualitative step identifies key challenges, opportunities, and needs within current educational systems. In the subsequent quantitative phase, surveys and questionnaires are distributed to a larger sample of educators and students to gather data on their experiences and perceptions regarding the use of technology in education. The study results confirm that a deep integration of educational philosophy with advancements in learning technology is crucial for creating a holistic and effective education system. This approach fosters character development, enhances critical thinking skills, and prepares learners to face future challenges with empathy, critical thinking, and wisdom. The data collected through qualitative and quantitative methods reveal significant correlations between educational philosophy's application and technology's successful integration in fostering an adaptable, forward-thinking educational environment.

This research aims to analyze the relevance of Socratic analysis in the application of the dialogue method in elementary schools. The research approach uses descriptive qualitative data collection techniques using documentation studies and literature studies related to this research topic. The data analysis technique uses the Miles and Hubmer analysis model, through the stages of data collection, data reduction, data presentation, and drawing conclusions or data validation. The findings in this research are that the application of the dialogue method with Socratic analysis to elementary school students needs to pay attention to the stage of students' cognitive development, where there are two stages of cognitive development for elementary school students, students aged 7-11 years who are generally in grades 1- 5 are at the concrete operational stage of cognitive development. Meanwhile, students aged 11-13 years who are generally in grades 5-6 are at the formal operational cognitive development stage. In applying the dialogue method with Socratic analysis, paying attention to students' cognitive development stages is a necessity because this can influence the level of understanding of students' reasoning and the effectiveness of the dialogue process. Obstacles encountered in the dialogue process with Socratic analysis in elementary schools, the language used needs to be adjusted to students' understanding, and external conditions, namely the environment which is often less supportive.

Management is the specialized skill possessed by an individual to carry out activities independently, collectively, or through others to achieve organizational goals in a productive, effective, and efficient manner. The objectives of this research are (1) to plan a learning system to improve students' academic achievement at Al Kenzie Elementary School, (2) to design a learning system to enhance students' academic achievement at Al Kenzie Elementary School, and (3) to implement classroom management to improve students' learning achievement at Al Kenzie Elementary School. This research uses a qualitative descriptive method, and the research population consists of three respondents: the school principal, class teachers, and students. Data collection techniques include observation, interviews, and documentation. Based on the research results, (1) the classroom design plan implemented by teachers at Al Kenzie Elementary School in the subject of Islamic religious education involves designing the classroom as a learning environment, providing and organizing facilities and learning support media, and developing and teaching according to the social, economic, cultural needs, and characteristics of different students. (2) The implementation of classroom arrangement at Al Kenzie Elementary School includes spatial arrangement, seating arrangement, effective teaching methods, and the use of supportive media. (3) The implementation of classroom management at Al Kenzie Elementary School involves creating a harmonious and communicative interaction atmosphere in the subject of Islamic religious education.

The Indonesian government has recently implemented a new education policy called "Kurikulum Merdeka". This policy aims to provide more flexibility and freedom for Madrasahs and teachers to develop their own curriculum and teaching methods that are better suited to the needs of their students. Kurikulum Merdeka is considered a departure from the previous centralized curriculum system, which was heavily focused on standardized testing and did not always reflect the diversity and local context of Indonesian society. This article aims to investigate the implications of Kurikulum Merdeka on Indonesian Madrasahs. The method used in this research was qualitative by collecting any literature related to Merdeka Belajar Curriculum. However, the implementer's attitude dimensions have a lower average value and require care. The implementer's attitude is crucial because support, resistance, and dedication are markers of the program's effectiveness. For teachers, lecturers, and students alike, MBKM is one of the crucial policies in the growth of higher institutions. There are eight Merdeka Learning Campus Merdeka programs, as shown by the findings, including: 1) student exchange, 2) apprenticeship/work experience, 3) teaching in educational establishments, 4) projects in villages, 5) research, 6) entrepreneurial endeavors, 7) independent study, and 8) charitable endeavors.

This study aims to analyze the nature of leadership in building a competitive advantage in educational institutions to win the competition between institutions. The location of research was carried out at three academic institutions with different cultures but having the same strategy in advancing their educational institutions, which are located in the province of West Java. A qualitative approach to the type of case study is used to reveal phenomena in the field. Interviews, observations and documentation are used as media to collect data. Data analysis is done through data reduction, data display, and conclusion. The research results show that; the three institutions use the nature of leadership in building competitive advantage through precise and effective strategies. Strengthening commitment, work ethic, sheer effort and maintaining partnerships is an effective strategy for leadership in managing their organization. This research provides implications about the importance of competencies, skills and other complementary aspects that a leader must possess in managing his organization to be the best of some of his competitors.

This study was motivated by the fact that teachers had many difficulties adopting the 2013 curriculum, particularly the new 2013 curriculum set at a private Madrasah Ibtidaiyyah. The goal of this study was to determine teachers' grasp of the 2013 Curriculum in terms of planning, implementation, and assessment of the learning process. The study's subjects were seven teachers and it was done at the start of the 2021/2022 school year. This is a qualitative study using the descriptive method. Data is gathered using a variety of means, including questionnaires, observations, and documentation. The expert assessment was used to conduct the instrument validity test (Judgement Expert). According to the findings of the study, 1) teachers' understanding of the 2013 curriculum as seen from planning is in the category Often (61 percent -80 percent) and the percentage of understanding is 73 percent; 2) teachers' understanding of the 2013 curriculum as seen from implementation is in the Rare category (61 percent -80 percent) and the percentage of understanding is 65 percent; and 3) teachers' understanding of the 2013 curriculum as seen from implementation is in the Rare category (61 percent -80 percent) and the percentage of understanding is 70 percent

Muscle weakness in stroke patients will affect muscle contraction. Muscle contraction due to reduced blood supply to the brain, thereby blocking the main nerves of the brain and spinal cord . Blockage ofa oxygen and nutrientsto the brain causes serious health problems because it can cause hemiparesis and even death . The occurrence ofa disturbances in the level ofa physical mobilization of patients is often caused by a movement in the form of bed rest. The ofa a weakened muscle condition associated with a lack ofa physical activity usually appear within a few days. Control ofa the brain to regulate muscle movement has decreased function resulting in reduced muscle mass. This studyiaims to determine the effectiveness ofa ROM (range of motion ) on muscle strength in stroke patients at the RoyaliPrima Hospital in Medan. This studyiusedia quasi-experiment with oneigroup pre-posttest. The instrument used is an observation sheet while the Wilcoxon test is used for testing. Prior to ROM training, most ofa the respondents ' strength was on a scale ofa 3 (67.9 %) and minority muscle strength was on a scale of 4 (10.7%). After doing ROM (Range of Motion) exercise there was an increase in muscle strength where the majority muscle strength on a scale ofa 4 was (45.5) and the muscle strength of the minority patient was on a scale ofa 5 (30.0%). There is an Effectiveness ofiROMi (Range of Motion) on Muscle Strength in Stroke Patients at the Royal Prima Hospital Medan in 2021 with p-value of 0.004.Keywords: ROM, Exercises , Muscle Strength

This study aims to understand the construction of madrasah quality improvement through a leadership system in building human resource capacity building in one Madrasah Tsanawiyah in Bandung Regency. The researcher tries to understand the meaning behind school quality assurance activities by using a case study qualitative approach. Researchers conducted interviews, observations, and documentation to obtain accurate and valid information related to the research theme. Collecting, reducing, presenting data, and drawing conclusions are carried out in data analysis. The research results show that the construction of improving the quality of madrasas through a leadership system in building human resource capacity building in one Madrasah Tsanawiyah in Bandung Regency is carried out through policy analysis organizational commitment, management support system, workforce development, and continuous innovation improvement. This research has implications for the importance of leadership and capacity building that must be adequately managed to increase the competence and skills of existing personnel, thus giving birth to commitment, loyalty, and good performance quality.

This study aimed to determine the effect of the principal's motivation on teacher performance at Integrated Islamic elementary school Matahati Bandung. The method used in this research is a quantitative approach with the associative method. The population in this study amounted to 30 teachers and was taken as a sample of 30 teachers with the research instrument in the form of a questionnaire. The result of this study; 1) the regression coefficient value is 1.006. So every one percent of motivation from the principal will improve teacher performance by 1,006. Thus the motivation of the principal has a positive effect on the teacher's performance. Square R-value = 0.610, hence the effect value is 61%. Thus, the provision of motivation from the principal can improve teacher performance by 60%; 2) the principal is significantly influential in efforts to improve teacher performance in SDIT Matahati with the magnitude of the influence by 90.6%; 3) Principals on teacher influence by 88.6%. The study results imply that the principal's motivation is a factor that can affect teacher performance.

This study aims to find out how the principal is in his leadership and how influential the principal's leadership is on teacher performance. The method used in this research is descriptive using a quantitative approach. Data collection was obtained from questionnaires, interviews, and documentation studies. While the data analysis uses percentage techniques for descriptive data and test eta quadrat for quantitative data. The results obtained in this study explain that the principal's leadership is in the very good category with a percentage gain of 94.6%.Teacher performance is in the very good category with a percentage gain 80.5%. The results of linear regression calculations show that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Principal leadership contributes 37.6% to teacher performance. Which means principals have an important role in teacher performance.

This study aims at seeing process freshmen of English Department students at Balitar Islamic University improve their English speaking proficiency implementing communicative approach as the teaching teachniques. This study implemented classroom action research, and was conducted for one semester in the academic year 2014/2015. Improvements were focused on fluency, accuracy and cohesiveness involving 26 subjects. Conducted in two cycles that succesviley involved research procedures on planning, acting, observing, and reflection, this study revealed the following findings. First, speaking fluency of the learners increases from 65% in the first cycle into 85% in the second cycle. Second, speaking accuracy improves from 68% in the first cycle into 88% in the second cycle. Third, cohesiveness of uttarences imoproves from 70% in the first cycle into 86% in the sevond cycle.